Internship Report

TRAINING FUNCTION OF NESTLÉ BANGLADESH

Internship Report

TRAINING FUNCTION OF NESTLÉ BANGLADESH

Prepared for:

Afsana Akhtar

Assistant Professor and Coordinator

BRAC Business School, BRAC University

Prepared by:

Syed Mohammad Shihan Sazid

ID: 07204036

BRAC Business School, BRAC University

Date of Submission: 8th

January 2012

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Letter of Transmittal

January 8, 2012

Afsana Akhtar

Associate Professor and Coordinator

BRAC Business School

BRAC University

SUBJECT: SUBMISSION OF INTERNSHIP REPORT

Dear Madam,

This is to inform you that I am submitting the internship project report “Training function of

Nestlé Bangladesh” upon completion of my formal internship attachment with Nestlé

Bangladesh Limited.

I have tried to discuss all the relevant points of a feasibility study while keeping consistency with

Nestlé Bangladesh Limited.

I would be glad to clarify any discrepancy that may arise or any clarification that you may

require regarding my project and report.

Sincerely,

_________________________

Syed Mohammad Shihan Sazid

ID: 07204036

BRAC Business School

BRAC University

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Acknowledgement

Firstly, I would like to thank Hasibur Rahman, Comapany Security Manager, Nestlé Bangladesh

Ltd, and my Internship Supervisor, for entrusting me with such an important project and

allowing me scope to work independently, providing all required support. I also thank Sumit

Chakraborty, HR Officer – Training, Nestlé Bangladesh Ltd. for providing me with the

information required to conduct my study.

Lastly and most importantly, I would like to show my sincere gratitude to Ms. Afsana Akhtar,

Associate Professor, BRAC Business School, BRAC University, my faculty supervisor for

constant supervision and guidance. I am also thankful for the patience that she has shown during

the project. In addition to this, knowledge on business strategies and training and development

course has been of much help to my decision making.

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Executive Summary

Nestle is world’s largest health, nutrition and wellness company. Although globally it is twice in

size of its nearest FMCG (fast moving consumer goods) competitors, in Bangladesh its journey is

relatively new. But recent times it has experienced an organic growth of 40% and this trend

predicted to continue in the coming few years. Nestlé Bangladesh focus on continues excellence of

their employees for their better performance in the work at Nestlé and for the betterment of their

career. In this paper there is a complete discussion about the current training process and also the

process of end result evaluation. Training need assessment, preparation, training, feedback and

finally work on feedback these are the step to conduct any training. By following these processes

they providing training on Functional Skills, Organizational Knowledge, Business Skill, and

Leadership Skill. The company has particular standard that they need to maintain for each session

conducted. However every time it becomes difficult to evaluate the outcome by using rating or

scoring process from the trainings and also it is not possible to numerically express the

improvement of knowledge, skill and behavior that are use deliver through trainings. As a result in

this paper an assessment is shown from result evaluation perspective and process evaluation

perspective. Kirkpatrick Model is used for assessing from the result evaluation perspective and

Context, Input, Process, Product Model (CIPP Model) is used for process evaluation perspective.

The existing process of Nestlé Bangladesh does to match point to point with these models but it is

serving the purpose efficiently and cost effectively. However in the coming days current training

function will require modification according to the business need, as a result these assessment may

help them for further improvement.

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Table of Content

Part One: Introduction to the report………………………………………………..…1-3

Part Two: Nestlé Bangladesh Ltd……………………………………………….....…..4-15

2.0 Introduction…………………………………………………………………………5

2.1 History of Nestlé……………………………………………………………………6

2.2 Global Brands of Nestlé…………………………………………………………….9

2.3 Nestlé in Bangladesh………………………………………………………………..10

2.4 Creating Shared Values……………………………………………………………..15

Part Three: Performed Jobs in Nestlé………………………………………………….16-19

Part Four: Training Function of Nestlé………………………………………………...20-45

4.0 HR Practice in Nestlé……………………………………………………………….22

4.1 Review of training Function of Nestlé……………………………………………..25

4.2 Training Cycle………………………………………………………………………27

4.3 Trainings in Nestlé Bangladesh…………………………………………………….36

4.4 Assessment of the Training Outcome and process………………………………...39

4.5 Conclusion…………………………………………………………………………..45

References………………………………………………………………………………46

Appendices ………………………………………………………………………………47

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List of Figure & Table

Figure 1: Sales regions……………………………………………………………..…………11

Figure 2: Sales Process…………………………………………………………………..……11

Figure 3: Organizational Functions…………………………………………………………...12

Figure 4: Functional Organogram: HR………………………..………………………………13

Figure 5: CSV structure……………………………………………………………………….15

Figure 6: HR function…………………………………………………………………………22

Figure 7: Types of training……………………………………………………………………25

Figure 8: 4 Nestlé Behaviors………………………………………………………………….26

Figure 9: Employee Work Process……………………………………………………………27

Figure 10: Training cycle……………………………………………………………………..28

Figure 11: Nestlé zones in the globe………………………………………………………….30

Figure 12: Performance Evolution Criterion………………………………………………… 30

Figure 13: Training Preparation process………………………………………………………32

Figure 14: Feedback Criterion………………………………………………,………………. 34

Figure 15: Nestlé Framework of Leadership……………………………………………….....37

Figure 16: Kirkpatrick's Four Levels of Evaluation…………………………………………..40

Figure 17: Kirkpatrick's Four Levels…………………………………………………….……43

Figure 18: Formative and summative evaluation in the CIPP Model……………………..….43

Table 1: Nestlé Brands in different Category…………………………………..…………….14

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Part One: Introduction to the Report

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Introduction

In every field of study, theoretical course work and the field experience play major role to shape

the knowledge and skill of a student. In case of business studies the real life experience make the

difference in a bigger aspect. To achieve excellence business studies always tries to reflect the

real life scenario and the theoretical assumptions side by side. Due to the ever changing nature

of business organizations today almost every business schools and institutes are arranging

internship programs. In one side as a business student the course works build my basic and this

very internship program gives me the real life exposure in one of the well-known corporate of

Bangladesh- Nestle Bangladesh Limited. I would like to show my gratitude to the respected

authorities of BRAC Business School, Career Service office and especially to Nestlé Bangladesh

Ltd to offer me such a great scope of learning.

In this twelve weeks engagement program I worked in the Corporate Affairs function under the

supervision of Mr. Hasibur Rahman, Company Security Manager- Nestlé Bangladesh. A part

from that I am also grateful to Ms. Afsana Akhtar, Associate Professor and Coordinator, BRAC

Business School for her guidance and advice.

In this paper I discussed about the business of Nestlé Bangladesh and the tasks I performed in

this organization; most importantly there is a complete discussion on the training function of the

Nestlé Bangladesh in the project part of this paper. Along with the discussion I also relate the

current process with the two training models for assessing the outcomes.

Objective

Broad Objective: Gain a real life exposure with a business organization to relate with the

theoretical practice.

Specific Objective:

To understand the business of Nestlé Bangladesh Limited

To get knowledge how the HR function in Nestlé Bangladesh

Methodology

Both primary and secondary sources are used to collect information for this report. Main source

of information about the business of the Nestlé Bangladesh and for the analysis is the training

functions are taken from the Human Resource department.

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Primary source: several discussions with the different person of Nestlé Bangladesh.

Moreover at the time of doing different task, from there I collected different information.

Secondary source: along with the primary sources information are also gathered from the

intranet and the files of Nestlé Bangladesh.

Scope

This report talks about the current business operation of Nestlé Bangladesh. There is only detail

description of the HR function of the company because of the availability of information to me

as I worked in this function. Moreover in the project part I talked about the training function

where the current process is described and a comparison is being made to analyze the efficiency

of outcome analysis of the training conducted.

Limitation

For the confidentiality concern, access to some information was not available.

Moreover, the current effectiveness of the training function was not able to compare with

the other FMCGs of the Bangladesh, which was my primary intention to include in this

paper.

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Part Two: Nestlé Bangladesh Ltd.

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2.0 Introduction

Today’s Nestlé, the world's largest food and nutrition company, founded by the Henri Nestlé (10

August 1814 – 7 July 1890); a German confectioner in Vevey, Switzerland in 1866. In the food

industry Nestlé is the most trusted name with high quality products. ―Good food Good Life‖ is

the mission of Nestlé, which drives the company to provide consumers with the best tasting and

most nutritious choices in a wide range of food and beverage categories and eating occasions.

The vision of ―creating shared value‖ and the very own ―Corporate Business Principles‖ shaped

the company culture and made them a reliable investor over 86 countries of the world. Today

Nestlé employs around 280000 people and have factories or operations in almost every country

of the world with a total equity of CHF 62.60 billion.

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2.1 History of Nestlé

1866-1905: Henri Nestlé's quest for a healthy, economical alternative to breastfeeding is the

important factor that drives the history of Nestlé Company. Henri Nestlé, pharmacist, began

experimenting with various combinations of cow milk. His ultimate goal was to help combat the

problem of infant mortality due to malnutrition. People quickly recognized the value of the new

product, as Nestlé's new formula saved the life of children within a few years. In August, 1867

Charles and George Page, two brothers from Lee County, Illinois, USA, established the Anglo-

Swiss Condensed Milk Company in Cham. In 1877 Anglo-Swiss added milk-based baby foods

to their products and in the following year the Nestlé Company added condensed milk so the

firms became direct and fierce rivals. Henri Nestlé retired in 1875 but the company under new

ownership retained his name as Farine Lactée Henri Nestlé. Their headquarters in Glendale,

California, USA.

1905-1918: The Company formed by the 1905 merger was called the Nestlé and Anglo-Swiss

Milk Company. Most production facilities remained in Europe, however, and the onset of World

War I brought severe disruptions, as a result acquiring raw materials and distributing products

became increasingly difficult. At the same time the war created tremendous new demand for

dairy products, largely in the form of government contracts. By war's end, the Company had 40

factories, and its world production had more than doubled since 1914. Moreover in this period

Nestlé added chocolate to its range of food products and also the Condensed-milk exports

increased rapidly as the Company replaced sales agents with local subsidiary companies. In

1907, the Company began full-scale manufacturing in Australia.

1918-1938: The end of World War I brought with it a crisis for Nestlé. Rising prices for raw

materials, the worldwide postwar economic slowdown, and declining exchange rates made the

situation worst. In 1921, the Company recorded its first loss. Nestlé's management brings Louis

Dapples as an expert to deal with the situation; his rationalized operations and reduction of the

company's outstanding debt improve the financial condition. On the other hand Nestlé's first

expansion beyond its traditional product line came in 1920s by producing chocolates. In the

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meantime Brazilian Coffee Institute first approached to Nestlé in 1930 to reduce Brazil's large

coffee surplus, after eight years of research Nestlé came with Nescafé became an instant success.

1938-1944: in this period World War II were felt immediately upset the business once again

and Profits dropped from $20 million in 1938 to $6 million in 1939. To overcome distribution

problems in Europe and Asia, factories were established in developing countries; particularly in

Latin America. As the end of the war approached, Nestlé executives found themselves

unexpectedly heading up a worldwide coffee concern, as well a company built upon Nestlé's

more traditional businesses.

1944-1975: The graph of growth sets its trends little higher between 1944 and 1975. As a result

many new products were added as and outside companies were acquired. In Nestlé merged with

Alimentana S.A in 1947, purchase of Findus frozen foods occurred in 1960, Libby's fruit juices

joined the group in 1971 and Stouffer's frozen foods in 1973and finally in 1974 the Company

became a major shareholder in L'Oréal, one of the world's leading makers of cosmetics. The

Company's total sales doubled in the 15 years after World War II.

1975-1981: In 1920s the economic situation was in challenge due to price of oil rose, growth in

the industrialized countries slowed down and worldwide unstable political situation. In 1975 and

1977 price of coffee bean and the price of cocoa tripled. In this situation to maintain a balance,

Nestlé went to second venture outside the food industry by acquiring the pharmaceutical and

ophthalmic product producer Alcon Laboratories Inc. of U.S; as a result it increased competition

and shrink the profit margins.

1981-1995: Improvement of financial situation through internal adjustments and strategic

acquisitions are the two important moves in this period. As a result between 1980 and 1984,

diversification of several non-strategic or unprofitable businesses occurred. On the other hand

Nestlé managed to put an end in the third World to about a serious controversy over its

marketing of infant formula in this period. In 1984 Nestlé acquire American food giant Carnation

and became one of the largest company in the history of the food industry.

1996-2002: The opening of Central and Eastern Europe, along with China and a general trend

towards liberalization of direct foreign investment was good news for the company. On the other

hand in July 2000 Nestlé launched a Group-wide initiative called GLOBE (Global Business

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Excellence) aimed to simplifying business process. Two more acquisitions took place in this

period-U.S. ice cream business was to be merged into Dreyer's and the acquisition of Chef

America, Inc. a leading U.S.-based hand-held frozen food product business.

2003-2009: Within this area the acquisition of Mövenpick Ice Cream, Jenny Craigand Uncle

Toby's enhanced Nestlé's position as one of the world market leaders in the super premium

category. On the other hand Novartis Medical Nutrition, Gerber and Henniez join the Company

in 2007. Meanwhile Nestlé entered into a strategic alliance with the Belgian

chocolatierPierreMarcolini at the end of 2009.

2010 to onward: In mid-2010 Nestlé finalized the sale of Alcon to Novartis; at the same time

Nestlé bought Kraft’s frozen pizza business. Another important move in this period is launch of

Special. Tea machine system and the completion of the CHF 25 billion share buyback program

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2.2 Global Brands of Nestlé

The brand portfolio delivers the message once again how big Nestlé in the food industry. It is the

trust and effort of the Nestlé professionals which created the win wining scenario. Today

Nestlécovers almost every food and beverage category – giving consumers tastier and healthier

products.

Baby foods: Cerelac, Gerber, Gerber Graduates, NaturNes, Nestum

Bottled water: Nestlé Pure Life, Perrier, Poland Spring, S.Pellegrino

Cereals: Chocapic, Cini Minis, Cookie Crisp, Estrelitas, Fitness, Nesquik Cereal

Chocolate & confectionery: Aero, Butterfinger, Cailler, Crunch, Kit

Kat, Orion, Smarties, Wonka

Coffee: Nescafé, Nescafé 3 in 1, Nescafé Cappuccino, Nescafé

Classic,NescaféDecaff, Nescafé Dolce Gusto, Nescafé Gold, Nespresso

Culinary, chilled and frozen food: Buitoni, Herta, Hot Pockets, Lean

Cuisine, Maggi, Stouffer's, Thomy

Dairy: Carnation, Coffee-Mate, La Laitière, Nido

Drinks: Juicy Juice, Milo, Nesquik, Nestea

Food service: Chef, Chef-Mate, Maggi, Milo, Minor’s, Nescafé, Nestea, Sjora,Lean

Cuisine, Stouffer's

Healthcare nutrition: Boost, Nutren Junior, Peptamen, Resource

Ice cream: Dreyer’s, Extrême, Häagen-Dazs, Mövenpick, Nestlé Ice Cream

Petcare: Alpo, Bakers Complete, Beneful, Cat Chow, Chef Michael’s Canine

Creations, Dog Chow, Fancy Feast, Felix, Friskies, Gourmet,Purina, Purina ONE, Pro

Plan

Sports nutrition: PowerBar

Weight management: Jenny Craig

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2.3 Nestlé in Bangladesh

Popular Nestlé brands started entering this part of the sub-continent during the British rule and

the trend continued during the pre-independence days of Bangladesh. After the independence in

1971, Nestlé World Trade Corporation, the trading wing of Nestlé S.A, sent regular dispatch of

Nestlé brands to Bangladesh through an array of indentures and agents and some of the brands

such as NESPRAY, CERELAC, LACTOGEN, and BLUE CROSS etc. became some very

common products.

Nestlé Bangladesh Limited started its commercial operation in Bangladesh in 1994. Its total

authorized capital is TK1.5 billion and total paid up capital is TK 1.1 billion. The only factory of

the company in Bangladesh is situated at Sreepur, 55 km north of Dhaka. The factory produces

the instant noodles and cereals and repacks milks, soups, beverages and infant nutrition products.

Today Nestlé Bangladesh Ltd. is a strongly positioned organization. The Company is

continuously growing through the policy of constant innovation, concentrating on its core

competencies and its commitment to high quality food to the people of Bangladesh.

Since the beginning of Nestlé’s operation in Bangladesh, the chairman of the company has been

Mr. Latifur Rahman, one of the top industrialists of the country, his firm Transcom used to

import the products of Nestlé. His business house Transcom is still involved in wide range of

business like beverage, pharmaceutical, electronics, newspaper, tea export, fast food franchises

etc. Still he remains as an honorary chairman of the company although his group Transcom does

not capture any share today as Nestlé S.A. holds 100% share of this company.

In Bangladesh Nestlé’s vision is-to be recognized as the most successful food and drink

Company in Bangladesh, generating sustainable, profitable growth and continuously improving

results to the benefit of shareholders and employees.

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Customers of Nestlé Bangladesh Limited

Nestlé Bangladesh Limited markets its products throughout the country with the help of the

distributors. A part from that, Nestlé Professional is a separate function which is responsible for

the institutional sale. There are currently 80 distributors of Nestlé Bangladesh products of which

76 are retail distributors and remaining 4 are Nestlé Professional’s distributors providing

products for the out of home consumptions. The whole country is divided into six regions:

Figure1: Sales regions

The retail distributors supply Nestlé products to four types of outlet, while Nestlé Professional

Distributors supply products to different institutions.

Figure2: Sales Process

Dhaka North

Dhaka South

Chittagong

Bogra Khulna Sylhet

Nestlé Bangladesh

Limited

Retail Distributors

Vending Sites

Tea Bunk

Modern Trade

Retail/ Wholesale

Nestlé Professional

Institutional sale

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Functions of Nestlé Bangladesh

Day by day demand and trust on the Nestlé products are growing. Focusing on the substantial

growth and the other business perspective, the company developed its own functional areas.

Currently the existing fictional areas are:

Figure3: Organizational Functions

No matter how many functions are running, their main aim is to gain ultimate excellence. Every

function contributes from their end to meet the corporate goal. The General Management take

cares of the overall operation of the company and makes the key decisions. Human Resource

focuses the management of employees and organizational culture; moreover HR professionals

are also responsible for retaining the people who are making the difference with their

competitors at the end of the day. Supply Chain ensures the stable supply of the products

according to the demand of the customers. Marketing looks after the existing brands, market

share and product development of the products. Nestlé is the world’s largest Nutrition Company

that is why the importance of the Nutrition products is much more in compared to the other food

companies; as a result they created a totally separate team to look after the Nutrition products,

such as, CERELAC, LACTOGEN. Finance and control deals with the financial transactions and

most importantly they also apply the control mechanism to remain the company complaint

financially and procedurally. Finally Sales and Nestlé Professionals are responsible for earning

revenue for the company, but sales goes for the retail distributors and Nestlé Professionals looks

after the institutional sales.

General Management

Finance and Control

Human Resource

Supply Chain Marketing Nutrition

Sales Nestlé

Professionals

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Figure 4: Functional Organogram: HR

HR Director

HR manager-

Reward &PD

HR manager-

Training &

Learning

HR manager-

Admin

HR manager-

Factory

HR office- MIS

HR office-Talent

Acquisition

HR office-Talent

Acquisition

Executive- Admin

Executive- Office

security

Employee

Relationship

Manager

HR welfare officer

Company

Security

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Products of Nestlé Bangladesh

Globally the product line of Nestlé is very large but in Bangladesh currently there are only 12

products. Nestlé believes all foods and beverages can be enjoyable and play an important role in

a balanced and healthy diet and lifestyle; as a result no matter how short the product line may be

but it ensures the same quality in compare to the other countries.

Table 1: Nestlé Brands in different Category

Category Brands

Beverage Nescafe

Nestea

Nesfuta

Culinary Maggi, Shad-e-Magic

Dairy Nido

Coffeemate

Breakfast Cereal Cornflex

Kokocranch

HunyGold

Nutrition Lectozen

NAN

Cerelac

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2.4 Creating Shared Values

Nestlé always focused on long term, sustainable and profitable growth and helped communities

around its operation to improve their quality of life in a similar manner. That is why Nestlé says

―Creating Shared Value‖ rather than corporate social responsibility. In the process of delivering

shared value the company first of all puts emphasis on the compliance, where they remain

compliant to the local and international law then it focus on its sustainably as a business

organization and finally contribute for creating shaded value.

Figure 5: CSV structure

In its portfolio Nestlé is currently working to secure safe drinking water, provide education and

training to develop skilled manpower. In a country like Bangladesh, Nestlé is arranging the safe

drinking water, where the sources of the pure drinking water are rare; currently this program is

organized for the factory workers and their family members in Sreepur. This particular initiative

is also active in India and other countries.

Nestlé supports initiatives to create awareness about the right to education and encourages the

communities around its factories to send their children to school. That is why the company

already builds up several schools for the workers’ children of the factory. Moreover Nestlé

Bangladesh from 2009 started to distribute laptops among the school going children to make

chance for the students to get modern education, already 49 schools have been covered under this

initiative. On the other hand Nestlé India employees have developed a special play 'Let Us Go to

School' for this purpose. This has been staged amongst the communities around our factories,

and its recordings screened at smaller gatherings even in Bangladesh.

CSV

Sustainability

Compliance

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Part Three: Performed Jobs in Nestlé

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During this internship period so many activities are assigned to me from where I learned a lot

and also it is a great pleasure to work with these professionals. People here are so helpful and

most importantly they create the scope to learn by performing different responsibilities. Among

so many responsibilities the followings are the important ones:

Restructure Leave file

This was my first job given by the Mr. Bulbul Islam, HR Officer – MIS & Services. Previously

in Nestlé Bangladesh there was a MS excel file in which they keep record of the leave data of the

different employees according to their function. I was initially responsible to update the leave

file, but after that I was told to study about the existing leave policy of Nestlé Bangladesh and

also the entitled one in the Bangladesh Labor Code 2006. This is because to restructure the leave

file in such a way, so that it can able generate report by using several criterion. By doing this I

came to know how the corporate enforce the leave policy.

To make the file able for generating report I have to make it in the MS excess. Here I had to do

homework on the MS excess. However this file is currently access-able only by Mr. Bulbul

Islam and he is responsible for modification. It will be better if the file is making access-able to

every employee with read only view so that the reporting responsibility will become short.

Creating Handbook for Expatriates

Developing the handbook for the Expatriates was my second job which was assigned by Mr.

Sayemul Karim, Executive -Operations & Expat Services. Here I prepare a handbook for

expatriates working in Nestlé Bangladesh. Most of the expatriates are from India but the

Managing Director is from Switzerland. After their arrival what and how facilities this office is

providing to the expatriates is noted down descriptively there; such as, how to get work permit,

how to extend the VISA validity, resident facility or emergency contacts from the Nestlé

Bangladesh counterpart etc.

To perform the job I had to study and take part into discussions with several people about the

detailed services that are provided by the Nestlé Bangladesh office and the procedure; based on

that I develop the handbook in PDF format and mail it the respective expatriates. Along with the

very official necessaries, I also include the name location and description about the restaurant,

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hospitals, clubs, money exchange, police stations etc.; this kind of papers need time to revision

and update so there is someone to make it real time updated.

Nestlé the Blue Tie Challenge

―Nestlé the Blue Tie Challenge‖ is the business case competition by the Nestlé Bangladesh to the

talented business graduating students from the different reputed business schools of different

universities. It is the first time Nestlé Bangladesh is arranging this kind of event but the success

of the event make them hopeful to continue it in the coming days.

It was a big event and also crucial one for the image of the organization. I became attached with

the arrangement of the event by Mr. Sumit Chakraborty, HR Officer – Training. Here I helped to

develop the case content and also the event. The most significant responsibility to deal with the

event management agencies and prepare the schedule for the two daylong program. Also I

contacted with the faculties of eight participant universities. Moreover I prepared an AV file

with the help of the images of different road shows for the final event. The team had to work

round the clock to make the event successful. The main challenge that we face was to select a

venue for this huge program. For the coming years to make the event successful a commercial

should be good to arrange the program.

Training History

This particular job was assign to me by Mr. Sumit Chakraborty, HR Officer – Training; where I

prepared a MS excel file for the conducted training by the training team. The main purpose of

preparing this file is to find out the attendance of the trainees; which is curtail for assessing of the

outcome of the training conducted.

To perform this task at first I gather idea of the trainings conducted for the whole year and which

training is applicable for what type of employees. After knowing all that, I started to prepared the

file, where I specified the name of the attended person and also the absent one; especially with

reason of their absent. Depending on the file another session were arranged in the December

2011.

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Prepare the training content of “Human Rights in Business Organizations”

After completing the training history I was given another task by Mr. Sumit Chakraborty to

prepare the content of a newly introduced awareness session. Recently the United Nation is

enforcing the human right issue in the business organizations. As a wellness company Nestlé

globally attached with this program; as a result from Vevy of Nestlé Global Headquarter an

online trading module sent to all the sister-concerns.

In this task my responsibly was to prepare an overview of the Human Rights in business

organization issue and also prepare the Power Point Presentation, which will be helpful for the

trainer. To perform the job I did a thorough study on the issue of human rights and its scope to

ensure it in the business organizations; especially how human right is now enforcing in different

organization and what Nestlé Bangladesh wants. The main challenge to develop this content is

that make it available to all.

Safety and You

It is a survey conducted by Mr. Hasibur Ranhman, Company Security Managerto assess the

safety concern among the employees in different region. I was assigned to distribute the survey

form and collected it back after the cutoff time. The important aspect of the task is to make the

list of the management and non-management employees of Nestlé Bangladesh who are mainly

targeted for the survey. After completing the survey it was sent to Nestlé India for calculating the

result. Mainly two types of forms are prepared, English for the white color employees and

Bangla for blue color employees. Based upon the survey result new awareness training programs

are going to be developed soon.

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Part Four: Training Function of Nestlé

21

Origin

The report is prepared under the supervision of Afsana Akhtar, Associate Professor, BRAC

Business School, and BRAC University; while Hasibur Rahman, Company Security Manager–

Corporate Affairs Department, Nestlé Bangladesh Limited acted as the organizational supervisor.

This report involves the project work at Nestlé Bangladesh Limited for a 12 weeks period from

October 2, 2011 to January 2, 2012.

Objective

Broad Objective: Gain knowledge about the training function of Nestlé Bangladesh and analyze

its effectiveness.

Specific Objective:

To understand the training function of Nestlé Bangladesh Limited

To identify the curtail aspects of training function

To analyse its effectiveness

Methodology

Information has been collected for the report from both primary and secondary sources. Main

source of information for the analysis is the Training team of the Human Resource department.

The analysis has been done on the existing process of 2011.

Primary source: To understand the training process, several interviews were conducted with key

personnel from training team of Human Resource department inside the company. For the same

reason some interviews were held with other partners in the process like the reward management

team, recruitment team and admin.

Secondary source: To understand the group focuses regarding the process several internal files

were studied.

Scope

This report works on only the recent process of the training team. A complete discussion the current

process of training is included along with a comparison with two models from process evaluation and

outcome/result evaluation perspective,

Limitations

Due to confidentiality concern, access to some information was not available.

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4.0 HR Practice in Nestlé

Fundamentally, human resource management refers to the assumption that employees are

individuals with varying goals and needs. Employees of organization are not similar to the basic

business resources; an employee of any organization drives other materialistic resources to attain

its goals. Nestlé believes that the long-term success depends on attracting, retaining and

developing employees’ ability to ensure its growth; upon this belief the primary responsibilities

of HR managers are developed. Moreover to maintain the bridge with the ultimate corporate

mission Nestlé Bangladesh sets its HR mission - To be within the top 3 Employer of Choice in

Bangladesh.

Recruitment, reward management, employee engagement, training and development, compliance

these are the very basic practice in HR function like any other organization in Nestlé Bangladesh.

However, the basic HR practice in Nestlé may be same like other organizations but the Human

Resource policy which guides the whole practice makes it unique from the others. This policy

encompasses those guidelines which constitute a sound basis for efficient and effective HR

Management in the Nestlé Group around the world.

Figure 6: HR function

Human Resource

Head office

Reward & Recruitment

Personal Development

& Learning Admin

Factory

Employee Relation

Operations Employee

Welfare

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Figure 6 describes the total HR function at a glance; according to the importance total HR can be

divided into two parts: Head Office and Factory. HR teams in head office mainly look after the

Reward and Recruitment, Personal Development & Learning and Administrative responsibilities.

On the other hand in factory HR deals with employee relation, Operations and employee welfare.

Due to the business need total HR function is divided into two parts but both of the parts reports

to the HR functional head; however the factory HR at the same reports to the HR functional head

and Management Committee of factory.

Rewards: Nestlé Bangladesh maintain a stable compensation structure in compare to the other

corporate of Bangladesh. Compensation in the different levels of the employment always

remains equal to or above the market benchmark. Compensation practice takes relevant external

compensation levels as well as the requirement of internal fairness. Nestlé regularly surveys and

gathers relevant information on the remuneration levels practiced in local and international level.

Moreover reviews occur regularly between its competitive positions with other companies. It is

also advised by the management that, wage and salary structures should be kept simple and

avoids unnecessary complexity.

Recruitment: Importance has been given on the matching of Nestlé values and candidate’s

values with the company culture. On the other hand for managerial positions specific leadership

qualities and business insights are major requirements. For promoting employees within the

organization, it is the role of management and HR to keep an eye on valuable candidates from

outside and to benchmark internal skills with external offers.

Nestlé strives to provide a working environment which protects the health welfare hygiene

security and safety of the employees. It is advised to each employee that they should not only

care for their own safety but also that of their colleagues. Nestlé favors the policy of long-term

employment, as a result whenever an operation cannot be maintained within the Nestlé circle

steps will be undertaken to avoid overall loss of employment.

Administrative Support: HR professionals are to provide professional support in handling

people but not by substituting the responsible manager. In case of business partners, the HR

managers usually offer solutions which result in positive impact on the organization’s success.

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Personal Development & Learning: In Nestlé, training is done on-the-job basis along with

guiding and coaching. It is a part of the responsibility of each manager to recommend training

programs to their subordinates. Nestlé tries to develop trainings based on action learning. In this

regard the responsibility of HR management to provide the support for implementing the

necessary planning tools, having in mind the necessary flexibility to cope with unexpected

situations.

Employee Relation: Intolerance, harassment or discrimination or any kind of expression of

disrespect is strongly discouraged in Nestlé. Emphasis has been given on the transparency and

honesty in dealing with people for efficient communication. It is ensured that every employee

has the right to an open conversation with superiors or colleagues. However, in case of discord

between an employee and the respective superior, the situation is advised to be resolved by a fair

hearing. As a result HR staffs provide assistance to ensure that the disharmony is dealt with

impartially.

It is the responsibility of the local management to maintain a harmonious Industrial relation in

appropriate levels. Nestlé’s relations with unions is established under strict observation of

national law, local practices as well as those international recommendations to which Nestlé has

followed to on a voluntary basis as stated in its corporate business principles.

Employee Welfare: Nestlé is providing enough space to its employees to take an active part in

the life of the community or by assuming responsibilities in professional, civic, cultural, religious

or voluntary organizations. Nestlé believes that any activity during working hours has to be first

approved by the company.

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4.1 Review of training Function of Nestlé

It is important to build up the capabilities for future business success and to ensure Nestlé people

have the right understanding, skills and behaviors to perform their jobs effectively. That is why

Nestlé regularly offers a wide range of training actions at local, regional and global level;

including on-the-job training as well as coaching. Employees from different backgrounds and

cultures attend the training programmers on management and leadership development, as well as

other intensive courses and workshops on functional areas of expertise. Approximately 75% of

the speakers at different training programs are internal experts and top managers from corporate

headquarters, including all members of Executive Board. Nestlé also developed the process of e-

learning, already hundreds of general e-courses are being offered in Nestlé Bangladesh Ltd.

There are four types of training:

Figure 7: Types of training

HR function of Nestlé Bangladesh usually deals with the organizational knowledge and

leadership skill. On the other hand functional training and business skill related trainings are

arranged by the respective functions.

Especially in the Organizational Knowledge trainings, trainers provide the overview and the

current market situation of the brands of Nestlé. On the other hand the leadership training tries to

develop the basic leadership skills among employees.

Functional Skills Organizational

Knowledge

Business Skill Leadership Skill

Types of training

26

There is a separate leadership framework in Nestlé which consists of 13 basic aspects, however

among these 13 the most important 4 are known as the ―4 Nestlé Behaviors‖

Figure 8: 4 Nestlé Behaviors

One of the important key factors of today’s business success of Nestlé is aligning the functional

goals to the corporate goal. As a result it is important to become result focus and drive the teams

according to their KPIs. On the other hand proactive cooperation is embedded in the Nestlé’s

culture. People focus on the proactive cooperation for the smooth coordination of the functions.

Moreover the concept of practice what you preach focuses on the freedom of choice in the

organization in terms of their belief and right to speech. Finally Nestlé always encourage the

initiatives of the people to make their workplace a place for flourishing for organizational and

personal development.

Result Focus Proactive Cooperation

Practice what you preach Initiative

4 Nestlé Behaviors

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4.2 Training Cycle

In Nestlé Bangladesh trainings are divided in several proportions; where 70%- On the job

training, 20%-Coaching, 10%- Class room training. On the job trainings are held in every

function, where employees learn by doing the job. In coaching the senior managers or skilled

employees provide the coaching and take care of their team. In the class room trainings are

delivered in class rooms where trainers deliver interactive lectures.

Figure 9: Employee Work Process

Figure 9shows the employee work process in Nestlé Bangladesh. At first an employee joins the

company, works in his/her respective function to learn the job initially, after a certain period of

time his/her respective supervisor set the objective for him/her. When the objective is once set

for an employee then he/she has to face performance evaluation twice in a year, in the first half

of the year respective supervisors of the employee analyze the progress and mark the

achievement of the KPI [Key Performance Indicator] and guide him to attain the 100% of his/her

Join

On the job training

Set Objective

Performance Evaluation

Find out the improvement areas

Training Need Assessment

Training

28

objective by the end of the year. Finally after the year ending another performance evaluation is

done by the supervisors and they find out the improvement areas of his/her subordinates and

decide what training will needed to improve the performance in the coming years. This particular

decision of training for performance improvement is known as Performance Development Guide

(PDG).

Figure 10: Training cycle

Figure 10 shows the training cycle, where the training team of HR starts their work on the basis

of training need assessment. After having all the PDGs the HR training term prepare the

nomination of the trainee, schedule the event, set the module, contact with the trainer and

provide other logistic support for the training. After each training session a feedback is taken

from the participants based on which the management decides on which areas need further

improvement

Training Need Assessment

People are an organization’s most important resource. For an organization to accomplish its

mission, its employees must have a clear understanding of their roles, know how well they are

performing those roles and be given opportunities to develop. These factors lead to positive

Training Need Assessment

Preparation

Training Feedback

Work on feedback for improvement

29

outcomes for individuals, teams and the organization. Thus, it is important for an organization to

have an effective system for assessing employee performance, communicating performance

information to employees and providing on-going support.

The purpose of a training needs assessment is to identify performance requirements or needs

within an organization in order to help direct resources to the areas of greatest need, those that

closely relate to fulfilling the organizational goals and objectives, improving productivity and

providing quality products and services.

Assuming that the needs assessment identifies more than one training need, the training manager,

working with management, prioritizes the training based on the urgency of the need, the extent

of the need and the resources available. Based on this information, the training manager can

develop the instructional objectives for the training and development program.

In Nestlé Bangladesh particularly Training Need Assessment is done and the training programs

are set upon the performance evaluation and the Performance development guide of the

employees.

At beginning of the year an objective is set for every employee and then the first review on the

performance is occurred at the mid of the year; here the corresponding manager checks how

much of the given objective is achieved and gives feedback on the achievement. Finally at the

year end the total performance of the year is evaluated and from here the development areas

comes out. For developing that area the performance development guide is prepared and the

training team prepares the training according to that guide.

Performance Evaluation: In Nestlé Bangladesh the internal culture is very much performance

driven. The combined performance of every function ultimately brings the wining situation for

the company. As a result every line manager has to take the performance evolution very

seriously. At first each and every employee has a particular define responsibility to maintain and

upon that responsibility is assessed in performance evaluation. These responsibilities are mainly

set according to the corporate goal. This goal has set in the global level from the global

headquarter of Nestlé then it is divided into the zones; Nestlé address the zones as:

30

Figure 11: Nestlé zones in the globe

Into a different zone there are different regions and under in this particular region there are

markets; here market is Bangladesh.

To achieve the goal performance is assessed under four Key indicators:

Figure 12: Performance Evolution Criterion

EBIT refers to Earnings before income tax; as a business organization the sustainability and the

growth. All the functions have to contribute to this particular area to make the company

financially stable. On the other hand RIG ensures the increase of the new customer and also the

sales. In this particular area the company has to increase its market and the production along with

Nestlé Global Zones Zone Africa,

Asia & Oceania (AOA)

Zone Europe Zone America

EBIT (Earnings before Income Tax)

RIG(Real Internal growth)

OG(Organic growth)

ATWC (At working capital)

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the brand value of the existing brands. Finally the ATWC is the parameter to check whether the

working capital is handling by the employees efficiently or not.

Performance development guide (PDG):The Progress and Development Guide (PDG) focuses

on quality development of an employee during his performance appraisal. In this process a

dialog occurred between the line manager and his/her subordinate upon which the development

areas are find out. Because the continuous development of extension employees to meet current

and future clientele needs is critical to the health of extension as an organization. Particularly the

total development guide is developed upon a dialog for ensuring him willingness of the

employee.

The PDG allows employees to improve his/her career goals, strengths and development needs,

on the other hand its helps the organization to develop a focused and actionable development

plan. All the employees in Nestlé Bangladesh are required to participate the process time to time.

The total development guide answers the question-―Development/progress on what?‖ for an

employee. Mainly Knowledge of the work, Skill required for performs the task and behavior

required for the task is focused.

Usually to perform a job at lest basic knowledge is must; upon which anyone will acquire skill

and improve farther. On the other hand skill is important for the development to become

competitive; it is the way how an employee learns how to apply the theoretical knowledge on the

field. Finally the behavior focus on the proper attitude requires for performing the job.

Moreover the total development needs focus on the current job and also for the future jobs as

well. Every employee in Nestlé Bangladesh has equal opportunity to promote for the next level

according to the performance of the current job and his leadership quality. As a result it is

important to train-up the people to perform better and assist the organization to achieve its goal.

On the other hand the role of any particular position is changing everyday according to changing

nature of the business; that is why this guide also focuses on the changing nature of the roles and

develop the employees accordingly.

Finally any development need which is mentioned in the guide has reverent from the employee

perspective and also for the organization. Moreover the identified needs also evaluated in

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SMART criteria as well; which allow the training team to specify the need, measure the

importance and set priority, check whether it is attainable, relevant and time bound or.

For the PDG to function successfully, the relationship between employee and supervisor should

be collegial rather than hierarchical. This is the essence of teamwork. Such an atmosphere

enhances the opportunity to coach rather than supervise. A collegial relationship requires a two-

way exchange. Just as the supervisor has the responsibility for development of staff members in

a unit, staff members have an obligation to assist the supervisor in his or her development.

Preparation

This is the most lengthy and critical part of the total training function. By comprising so many

small parts this preparation is done. In this part the most important aspects are:

Figure 13: Training Preparation process

At first the training team decides what trainings need to be conducted in the coming year. Every

year there is some training which need repetition, such as the ―Training on Business principle‖ or

other corporate value related training.

Decide what training will be conducted

Set the Training Calendar

Prepare the Nomination, Trainer , Training Content & Logistics

Book Vanue of the Training

Prepare budget

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To make the process simple the training team divides the total period into different quarters; the

actual dates are finalized later; based on this quarterly estimation a full training calendar is

prepared. However this training calendar needs modification for different emergency or other

purposes. Another important aspect in terms of setting a training calendar is to match with the

globally published one; which comes from the Vevy; global headquarter of Nestlé. Globally

there are some trainings are offered every year, so the local training calendars are developed in

such a way that it should not clash with global one.

The nomination for the training actually comes from the PGD and also from the improvement

areas identified which comes out from the performance appraisal. After the nomination the

trainees are informed before the training is conducted by locking the Microsoft Outlook

Calendar.

On the other hand all the trainings arranged by the training teams are not taken by the Nestlé

internal employees, some time they bring other experts from different training institutes. Here

the training team communicates with the institute according to the training need. It is the

responsibility of the trainer to develop the training content according to requirement. Sometimes

some training is recommended conducting in the local headquarters; in that case those training

contents are directly sent from Vavy. A part from that the required logistic supports for

conduction training are prepared by the training team and with the help of Admin.

Selecting the venue of the training depends on the nature and the number of the trainee. When

the training is conducted for 20 to 25 and the nature of the training is lecture based they use the

office canteen; other than that when the session is developed as a workshop manner then they or

if the training include any other practice then they book external venue; such as the Flabme or

the BDMS of BRAC at Saver.

Based on all the aspect the total budget of the training is set. HR function of Nestlé mainly

prepares this budget for those training which are prepared by the HR training team.

Training

After all the preparation is done the training is conducted. All the trainings the trainer tries to

deliver the message in a communicative manner. Depending on the people who are attending the

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training trainers delivers the message. They use different methods as well depending upon the

nature of the audience. Training methods like Classroom training, workshop model, On the Job

Training Role Playing etc. are used. If the trainees are much young then the audio visual

presentation are included more. On the other hand for the aged employees are aged the question

answer session remains curtail.

Feedback

After every training participants need to give their feedback on the trainings. It is one of the

important documents which allow the training team to evaluate their performance while

conducting training sessions. For the next training cycle this feedbacks are also important to

improve the training sessions. Moreover sometimes this feedback information reflects the need

of another different kind of training.

There are actually four important parts of the feedback sheet:

Figure 14: Feedback Criterion

In the overall assessment segment the participants evaluate the session by comprising all the

factors of training. In the ―Design‖ part participants are to mark on the Liker Scale about the

structure, duration, Content, Quality and quality of audio and visual aids of the training. In the

facilitator part the participants are to evaluate the activities of the trainer. By using Liker Scale in

Overall Assesment

Design

Facilatator/Factor

Content

35

this section relevancy of the content, organization of the content, presentation style, time

management and question handling by the trainer are particularly assessed. In some training

session trainer use to provide some training content to the trainees; to assess the relevancy and

the importance of the delivered content the in the ―Content‖ part of the Liker Scale is given.

A part from these four parts of the feedback sheet some particular questions are asked to the

trainees to know the comments of the trainees. The questions are:

How well this training help you in maintaining your work better?

What aspect of the workshop you appreciate most?

What are the areas of the improvement in the workshop?

Every feedback sheet tracks who is filling up the sheet; so that the training team can work on the

comments according the perspective of the individuals. Moreover, every Likert Scale is marked

from one to five, which indicate bad poor to good respectively.

Work on feedback

Working on the feedbacks is a one of the most important parts which reflects the effort of the

training team. Assessment practices are critical to improving learning and are often the most

powerful element. Well-formulated assessment ensures that trainees have clear expectations of

what is required of them, and is an important tool for trainer to use to stimulate the type of

learning that they want their students to achieve.

In Nestlé Bangladesh Ltd the scoring in the every Likert Scales are accumulated and after that

the average is calculated. For example in the ―Design‖ part of the feedback five Likert Scales are

there under five headings, like structure, duration, content, quality and quality of the audio and

visual aids; the training team calculates the average of the score of those five Likert Scale. The

calculated average reflects the overall score of the every criterion under four broad aspects.

After calculation the average for every criterion, they compare it to the benchmark that is fixed

for criterion. However every criterion has to achieve at least 4.5 after calculation the average

which is considered as a good level and below four is consider as poor.

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4.3 Trainings in Nestlé Bangladesh

In a year most of the trainings are conducted to improve the efficiency of the employees. In the

year of 2011 the trainings are:

Communication Skill

This training mainly emphasizes on the corporate communication. In different situations of

different positions employees need to communicate in different layers of the organization. In this

training trainers are mainly the senior employees in the managerial position. Most interesting

aspect of this training is that, after the training session the trainers and trainees arrange a role

playing session to practice the skill in real life model.

Presentation Skill

Here employees are trained about the presentation skills which are very necessary in day to day

life. The trainers of this session are also the senior employees in the management level or

sometimes the training team brings experts for it. Especially for the employees of the Nutrition

function doctors are bought up by the training team. It is mostly class room based training.

Training on Nutrition Awareness

Nestlé itself is very well-known for its nutrition related products; as a result the company also

arranges awareness session to aware the employees about the nutrition in our day to day life.

Mainly the nutrition specialists are welcome to conduct the session. Along with that the company

also arrange nutrition awareness program in the different schools in the rural arrears of the

country.

Everyday Coaching Awareness Session

This training program is mainly to get familiar with the rules and regulation to conduct business

in the food industry. As a wellbeing company Nestlé is bound to maintain the compliance issues;

as a result this training session mainly focus on the existing and new rules imposed by the

37

Government and WHO (world health organization). Along with that Nestlé also has its own

principle to ensure the nutrition and quality factors for its product which are also discussed here.

Product Knowledge

Particularly this training is organized for the new joiners of the company; in compare to world

market the product line is not so extended in Bangladeshi market. However day by day new

products are being introduced in this region. As a result this training is arranged with the help of

marketing team by the HR training team for the new joiners.

Leadership through 360 Degree Workshop

This program is fort all the employees of Nestlé; the company nurture the talent from the very

beginning of an employee to become a leader and as well as a good successor. Moreover in this

training it is also emphasized that how to work in a team and follow leadership; senior

employees and as well as the renowned trainers for leadership training is bought here. It’s

basically class room based training.

Overview on Nestlé Framework of Leadership

Nestlé defines its leadership in a different manner; where they emphasize the people leadership

in the beginning level, after that the business leadership then the strategic leadership. That is why

they are arranging Nestlé Framework of Leadership where mostly 13 core aspects:

Figure 15: Nestlé Framework of Leadership

Inspering People

Lead People

Develop People

Practice what you preach

Adding Value

Result focus

Initiative

Inovation/Renovation

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Figure 15: Nestlé Framework of Leadership

Proud to be Nestlé

In is not actually a training session, here employees from different functions come and share

their success stories or challenges that they face in Nestlé. The main motto behind this session is

to develop the team bonding and reduce the communication gap. It used to run as a gathering for

sharing success stories but some time people come with their new ideas which will help their life

to become easier.

Dealing With others

Proactive Coperation

Impact & Convince Others

Opening Up

Know Yourself

Insight

Service Orentation

Couriosity & Courage

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4.4 Assessment of the Training Outcome and Process

The trainings are organized to fine tune the knowledge, skill and job behavior of the employees

which will reflect in terms of achieving organizational goals. As a growing organization Nestlé

Bangladeshis assessing the outcome or the effectiveness of the training for some training;

however as the organization will grow the investment on the trainings will also increase, in this

scenario in the coming days it will be curtail to identify the outcomes against the investments

made. However in one hand in generally it is not always possible to identify the outcomes

especially from a training function in monitory terms, because it is really difficult to value the

knowledge or skills which is delivered financially; on the other hand this knowledge or skill

actually help to perform better. That is why in this part of this paper a comparison is made with

the two famous models to assess the effectiveness process and outcomes of the trainings in

Nestlé Bangladesh. These two models are from two different perspectives:

Process evaluation perspective

Outcome/Result evaluation perspective

There are several models which allow us to do so; however here Kirkpatrick Model is used for the

outcome evaluation and Context, Input, Process, Product Model (CIPP Model) is used for the

process evaluation.

Kirkpatrick Model

The Kirkpatrick Model of Training Evaluation which measures the four kinds of outcomes that s

results from a highly effective training program. Donald Kirkpatrick has developed this very

popular evaluation model that has been used since the late 1950s by the training community.

Each successive level of evaluation builds upon the evaluations of the previous level. Each

successive level of evaluation adds precision to the measurement of effectiveness but requires

more time consuming analysis and increased costs.

40

Figure 16: Kirkpatrick's Four Levels of Evaluation

Level 1—Reaction

Here the goal is to measure participants’ reactions to the training program. The measure would

be on their reactions immediately after the program. Level one evaluation should not just include

reactions toward the overall program it should also include measurement of participants’

reactions or attitudes toward specific components of the program, such as the instructor, the

topics, the presentation style, the schedule, audiovisuals, etc. we see the reflection of these

criterion on the feedback sheet.

In Nestlé Bangladesh the training team measures the reaction by using the feedback sheet where

every component is scored with the help of the Likert Scale. Furthermore, in the current process

of Nestlé Bangladesh, each of these components is further broken down into sub-components for

evaluation; such as participants are to evaluate specific characteristics of the instructor, the

presentation, etc. In short, level one evaluation is far more than just the measurement of overall

trainees’ satisfaction and in this regard the feedback sheet needs to more precise.

Moreover the training team of Nestlé Bangladesh emphasis on learning and transfer of learning,

it occurs when participants have positive attitudes toward the training program. As a result, it is

important to determine participants’ reactions to the training program. A part from that, positive

reactions are important because managers are more likely to eliminate unpopular training

Level 4—Results

Level 3—Behavior

Level 2—Learning

Level 1—Reaction

41

programs. Finally, the measurement of specific aspects of the training program can provide

important information about what aspects of the training program can be improved in the future.

Level 2—Learning

In this level the goal is to determine what the training program participants learned during the

training event. Every training instructor has specific learning objectives, and according to the

objective learning outcomes can include changes in knowledge, skills, or attitudes. Some training

events emphasize knowledge, some will emphasize skills, some will emphasize attitudes, and

some will emphasize multiple learning outcomes. One important aspects here that how we

measure knowledge, skills, and attitudes.

In Nestlé Bangladesh Knowledge is typically measured using instructor constructed

―achievement tests‖;in any training these tests are usually criterion-referenced. In any criterion-

referenced tests the main focus is to find out whether trainees have mastered one or more

learning objectives and these tests include a cutoff point such as pass and fail. However in a

criterion-referenced test, the potential items that measuring the content, are examined by panel of

experts. The training team arranges a test for some training which is fill up by the trainees along

with the feedback sheet where the test are prepared with the help of training team and with the

help of other experts.

Skills typically require some kind of motor or manual response from the trainee’s part; as a

result, a ―performance analysis‖ is used generally to assess the skill in Nestlé Bangladesh.

Noticeably here the goal is to determine whether each person can perform the skills they have

been taught in the training event. For example in the presentation training if the learning

objective was to learn how to make effective public speeches. In Nestlé Bangladesh this type of

skill test is taken by the respective department and documents the result in the PDG.

Finally attitudes are measured with the help of questionnaires similar to the questionnaires

described for level one evaluation. Participants give their ratings for various items on the Likert

Scale. Specifically there is no such evaluation sheet to assess the attitude of the trainees’ in

Nestlé Bangladesh except the observation of the supervisors.

42

Level 3—Behavior

In level three the main focus is the change in on-the-job-behavior after attending the training

program. Here we can come to know whether the change occurred or not and if not why it did

not happened. AlsoLevel three evaluations specifically involve measuring the transfer of

knowledge, skills, and attitudes from the training context to the workplace. As a result level three

is often harder than level one and level two evaluations because behavior changes at the

workplace are often harder to measure than reaction and learning.

In the performance evaluation process of Nestlé Bangladesh they have a separate section to

analyze the current job behavior of the trainee which filled up by the supervisor on the basis of

observation and what also the improvement area. On the other hand Nestlé Bangladesh

especially gives focus on the ―training factors‖ and ―workplace factors‖ to make the transfer of

the training.

Factors in the training program that facilitates transfer of learning in Nestlé Bangladesh:

Trainers Provide real world examples and actual experience performing and practicing

the behaviors.

Principals are discussed behind the behavior

Explanation are to the importance and applicability of the future on-the-job behaviors

The organizational culture and climate support change.

The trainees’ direct supervisor and others with whom they works

Facilitating intrinsic reinforcement

Level 4—Results

Here we can measure how effectively the training is influencing the business goal achievement.

In generally people see level four outcomes as return on training investment (ROI) but it can be

more that, such as the well-functioning of the company. However at the end of the day it shows

the direct effect on financial outcomes at some point in the future. However in Nestlé

Bangladesh the ROI is the parameter for some tainting to find out the ultimate outcome,

especially in the area of business and functional trainings.

43

Figure 17: Kirkpatrick's Four Levels

Here are some examples of different kinds of level four outcomes considered in the company:

Higher productivity

Reduction in turnover

Reduction in scrap rate

Increased sales

Fewer accidents

Increased profits

However the training team of Nestlé Bangladesh it is difficult to measure the level four

evaluations, because firm evidence that a training program was the key or only source that

produced the level four outcomes. It is hard to isolate the effect of the training program because

there are usually many additional causal variables operating on the level four outcome variables

For these reasons, the evidence obtained from level four evaluation is usually weaker than the

evidence obtained from lower level evaluations, especially levels one and two which are

relatively easy to document.

Context, Input, Process, Product Model (CIPP Model)

Daniel L. Stufflebeam introduces this approach; this model aims to determine the effort of training

has resulted positively in organization. This model uses formative and summative evaluation to

determine the overall effectiveness a curriculum program. Here evaluation is necessary in every

level the program occurred.

Figure 18: Formative and summative evaluation in the CIPP Model

FORMATIVE SUMMATIVE CIPP Model

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Context Evaluation

In the context evaluation portion the purpose is providing a rationale for the objectives. As a result,

here goals and objectives are specified on the basis of context. In other words, the evaluator

determines the background in which the innovations are being implemented.

In Nestlé Bangladesh the performance evaluation part and the development of the PDG create the

rationality for conducting the training. Every time in any training the objectives are mainly to fill

up the knowledge, skill or behavior to achieve the performance target.

Input Evaluation

In this part the model deals with the information about the best se of the resources to achieve of

training objective. In this stage the evaluation process decides on procedures to be used.

In Nestlé Bangladesh the input evaluation process is done in training preparation stage. Where they

decide how to use the organizational resources for conducting trainings.

Process Evaluation

Here Stufflebeam suggests taking a feedback on the program implemented. In Nestlé Bangladesh after

training a feedback is mandatory from the every trainee. Upon which they evaluate different aspect of the

training by using Likert Scale.

Product Evaluation

In the final portion of the model the product evaluation measures the achievement of objectives, interpreting

the data and providing with information that will enable the trainer to decide whether to continue, terminate

or modify the new curriculum.

Particularly the feedback evaluation process matches with the product evaluation of this model. After

collecting the feedback data by using the Likert scale they find out the average and compare it to the

standard.

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4.5 Conclusion

In this ever changing context of global business it is necessary to fine tune the knowledge skill and

behavior of the employees to meet the business goals. Moreover it is not only the need of the

organization but also the concern they grow and enhance their experience for the betterment of

their career. In this regard the objective base and performance driven activity of the training

function of Nestlé Bangladesh is very well aligned with the organization goal and helping a lot to

achieve it. However, up to this stage of their business their training function is performing well but

it needs to be more comprehensive and more dynamic to evaluate its process and outcomes.

46

References

http://www.nestle.com/Pages/Nestle.aspx

http://www.ifets.info/journals/5_2/eseryel.html

http://www.cglrc.cgiar.org/icraf/toolkit/The_CIPP_evaluation_model.htm

http://srmo.sagepub.com/view/encyclopedia-of-evaluation/n82.xml

Sumit Chakraborty, HR Officer – Training, Nestlé Bangladesh Ltd.

―Employee Training and Development‖ by Raymond A. Noe

47

Appendices

Training Feedback Sheet Name:

Date

Program Name:

Overall Assessment

How do you rate this workshop? Very Good 5 4 3 2 1 Poor

Design

Structure Well Structure 5 4 3 2 1

Badly

Structure

Duration Adequate 5 4 3 2 1 In adequate

Content Relevant 5 4 3 2 1 Irrelevant

Quality Very Good 5 4 3 2 1 Poor

Quality of audio visual aid Very Good 5 4 3 2 1 Poor

Facilitator/Faculty

Relevancy of the Content Very Relevant 5 4 3 2 1 Not Relevant

Organization of Contents Well organised 5 4 3 2 1

Poorly

Organised

Present Style Effective 5 4 3 2 1 Ineffective

Time Management Effective 5 4 3 2 1 Ineffective

Question Handling Very Well 5 4 3 2 1 Poor

Contents of this Workshop Very Good 5 4 3 2 1 Poor

How well this training help you in maintaining your work better?

48

What aspect of the workshop you appreciate most?

What are the areas of improvement in the workshop?

Products of Nestlé

Beverage:

Culinary

49

Dairy

Breakfast Cereal

Nutrition